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Open Access Knowledge and Scholarship

 

Culminating projects, primarily theses and dissertations, completed to fulfill the requirements of the Educational Administration and Leadership program address one or more of the issues confronting PK-12 schools and school districts. Education Administration and Leadership is a program in the Department of Educational Leadership and Higher Education.

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Culminating Projects from 2023

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Cameroonian Teachers’ Perspectives of School-Based Reproductive Health and Safety Education: A Qualitative Study, Sandra Nambangi Bume
Dissertation

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Because “Culture Eats Strategy for Breakfast:” An Examination of Selected Minnesota Principals’ Use of Social Media to Influence School Culture, Alicia Fischer
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An Examination of Self-concept and Literacy in High School Black Males: Midwest School District, antwan harris
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Examining Select Minnesota Secondary High School Principal's Perspectives, Leadership Characteristics, and Practices as They Led and Navigated through the COVID-19 Pandemic, School Closure and Transition into Distance Learning, Jason Harris
Dissertation

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Examination of the Instructional Supervision Process and Practices in Select Primary Schools in Cameroon, FNU Kfukfu Nsangong
Dissertation

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Examination of Reading Intervention Operations During COVID-19 Remote Learning as Reported by Minnesota Elementary Principals, Josie Koivisto
Dissertation

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Living My Dissertation Out Loud: Experiences of Minnesota K-12 Asian School Administrators: A Qualitative Study, Quyen Phan
Dissertation

Culminating Projects from 2022

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Mentorship and Teacher Retention: Analysis of Beginning Special Education Teachers’ Experiences in Minnesota, Michele Barron-Albers
Dissertation

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Chinese Immersion Teachers’ Perceptions of Their Teacher Education Programs, Mengyao Chen
Dissertation

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Teacher Perspectives of Trauma-Informed Practices in Select Minnesota K-12 Schools, Melissa Hoffman Bodin
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Mindfulness Practices Used During Crisis Leadership Reported by Minnesota Secondary School Administrators, Anita Johnson
Dissertation

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Teachers’ Perceptions of School Academic Optimism in a Private Middle School in Niamey, Niger, Souleymane S. Kassoum
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Relationship Between Time Allocated to Instruction and Elementary Student Achievement Across Select Minnesota Public Schools, Cody Lewis
Dissertation

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Mentors and Teachers’ Perspectives on the Effectiveness of Mentoring Rural Girls Kenema District, Eastern Region Sierra Leone, Aminata Phoray-Musa
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Authentic Leadership Practices Among Minnesota Public School Superintendents, Kurt Stumpf
Dissertation

Culminating Projects from 2021

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The Influences of Social Capital on College Enrollment for First-Generation College Students, Sarah Behrens
Dissertation

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Examining the Impact of K-5 Literacy Coaches on Teachers' Implementation of Literacy Practices and the Role of Leadership in Maintaining High Literacy Expectations Supported by Instructional Coaches, Jenny Bushman
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Level of Preparedness for Conducting Teacher Evaluations as Reported by Minnesota School Principals, Zachary Dingmann
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An Evaluation of Beginning Teachers’ Perceptions Regarding the Implementation Effectiveness and Outcomes of Teacher Induction Programming in Minnesota Public School Districts, Shorena Dolaberidze
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Digital Game-Based Learning: Teacher Training, Perceptions, Benefits, and Barriers, Aspen Easterling
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Grade Level Reconfiguration at the Elementary Level: A Case Study of Select Elementary School Principals’ Reports on Educational Policy when Choosing to Reconfigure Grade Span and the Impact on Student Success, Michael E Rivard
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Minnesota Secondary Principals Reported Discipline Decision Making from a Culturally Responsive School Leadership Approach, Lydia Kabaka
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Evaluation of the Implementation of Understanding by Design Processes in Select Minnesota Public Schools, Sangeeta Pradhan Joshi
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Minnesota Principal Knowledge and Support of Special Education and Special Education Teacher Job Satisfaction, Julie Mae Przekwas
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The Challenges Racially Isolated Male Principals Encounter When Leading Schools In Which The Demographics Of The Building Are Not Reflective Of Their Race., Christopher Rogers
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Teachers and School Administrators Who Carry Concealed Handguns at School, Patrick Scudder
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Teachers’ Perceptions and Experiences in Cultural Awareness Professional Development, Carissa Tebben
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K-12 Special Education Paraprofessionals: Perceptions about Preparedness to Work with Special Education Students in an Inclusive Setting, Lauren Whiteford
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An Evaluation of Minnesota Principal Characteristics Needed for Effective Implementation of School-Based Problem-Solving and Intervention Processes, Lisa Whitney
Dissertation

Culminating Projects from 2020

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Schools to Learn From: Lessons From Minnesota Schools With High English Learner Language Growth, Gwen Rosha Anderson
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A Study of Select Minnesota Public School Teachers’ Mindfulness as it Relates to Their Stress-Management, Resilience, and Job Satisfaction for Motivation, Shelby Chollett
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A Qualitative Study of Culturally Responsive Schooling Practices Among Minnesota Public School Educators Serving American Indian Students, Leah Girard
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The Perceptions of School Counselors on Preparedness for Serving Gifted Students Using Bullying Prevention and Intervention Strategies, Rick Halley
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An examination of the general education teacher responsibilities, collaboration practices, and professional development needs to educate students with disabilities in the general education classroom, Ashlee Johnson
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An Examination of the Implementation of PreK-Grade 3 Alignment Approaches in a Minnesota Public School System, Megan Rogholt
Dissertation

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Co-teaching: Benefits and Challenges of Co-teaching in Middle School, Michael Weerts
Dissertation

Culminating Projects from 2019

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Faculty of Color at Predominantly White Colleges and Universities, Dalton Crayton
Dissertation

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Children Without a Country: A Migration Educational Study of Mexicans in Minnesota, Elia Dimayuga-Bruggeman
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Implementation of Least Restrictive Environment and Cumulative Placement Rates, Sarah Eckhoff
Dissertation

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Blended Learning among Adult English as a Second Language Programs, Brigid Erickson
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Teachers’ Perceptions of 1:1 Technology Integration in Select Minnesota Secondary Schools, Anthony Greene
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Cell Phones in Minnesota High Schools: Principals’ Perceptions of Impact and Policy, David Holler
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Effects of Computer Screen Color and Brightness on Student Achievement during Computer-Based Reading Comprehension Assessment, Matthew E. Houselog
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Teachers' Experiences with Professional Development and Its Impact on Instructional Practice, Jill Kind
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Stress and Teacher Burnout: The Impact of Mindfulness Strategies, Kelsey Milne
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Minnesota Teachers’ Understanding, Training, Perception of STEM Education and Its Implementation, Abdulcadir Mohamud
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Female Superintendent Perceptions of Challenges in Seeking and Serving in the Position of Superintendent of Schools, Michelle Mortensen
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Work-Related Stress and Coping Strategies for Elementary Teachers, Sonia OBryan
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Teachers’ Perceptions Regarding the Implementation of the School-wide Positive Behavioral Interventions and Supports (SWPBIS) Program in Minneapolis- St. Paul Metropolitan Area High Schools (Grades 9-12), Olga Savva
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Factors Affecting American Indian Student Persistence in Attending a Northern Minnesota Tribal College, Delana Smith
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A Quantitative Study of Factors Contributing to Early Career Teachers Leaving Their Positions in Rural, Central Minnesota, Patrick Sutlief
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Assessment of Leadership Practices of Principals of Turnaround Elementary Schools in Minnesota, Kassahun C. Wana
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The Impact of Immigrant Native and English Language Literacy Proficiency on Parental Involvement and School Practices, Kristi Wiese
Dissertation

Culminating Projects from 2018

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Trust and Mindfulness as a Means for Teacher Professional Development in Ukrainian Public Schools, Yuliya Barannikova
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Implementation of Response to Intervention (RTI) and a Multi-Tiered System of Support (MTSS): A Case Study Examination of One School District in Minnesota, Jean Duffy
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Using IDI Guided Development to Increase Intercultural Competence, Durwin D. Hermanson
Dissertation

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Minnesota Secondary School Principal Perceptions of the Effectiveness of Classroom Management Skills of First Year Traditionally Trained Teachers Compared to Non-Licensed Community Experts, Nels M. Onstad
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A Study of Minnesota Elementary Principals’ Perceptions on 1:1 Technology Implementation, Susan J. Powell
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Study of Select Secondary School Principals' Perceptions of Standards-Based Grading Implementation in Minnesota Secondary Schools, Michael Scott
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The Usage of Social-Emotional Intelligence by Elementary Principals From the Perception of Teachers and Principals, Tammy M. Stellmach Dr
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Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models, Todd Tetzlaff
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The Perceived Impacts of Positive Psychological Capacities on the Authentic Leadership of Minnesota Secondary School Principals During Professional Critical Incidents, Marcia Welch
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Effective Use of Interactive Technology in Elementary Classrooms, Miriam White
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Effective Use of Interactive Technology in Elementary Classrooms, Miriam White
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Culminating Projects from 2017

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The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District, Bryan Bass
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MCF-Togo - Thistledew Camp. A historical analysis examining a specialized juvenile residential correctional program., Anne Chelin-Anderson
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Defining, Practicing, and Assessing Innovation by Minnesota’s Local Government, Reginald M. Edwards
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Perceived School-Associated Factors Contributing to Teacher Attrition in Southwest Minnesota, Christopher Fenske
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An Examination of the Four-Day School Week Schedule in Select Minnesota School Districts, Heather Lynn Hanson
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Satisfaction Levels of Central Minnesota Parents Regarding the School Instruction of their Dyslexic Children, Kelly Haws
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An Examination of Teachers’ Perceptions Regarding the Implementation of Professional Learning Communities in Central Minnesota Public Elementary Schools, Patricia Held
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The Presence of Correlates of Effective Schools in Select Minnesota Charter Schools with Longevity, Frank Herman
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Perceived Effects of Peer Observation on Collaboration between Teachers at a Minnesota High School, Jacob O. Klingelhutz
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Priorities vs. Reality: A Task Analysis of Secondary School Principals in the State of Minnesota, David O. Lund
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Special Education Teacher Perceptions of Effectiveness and Knowledge in Literacy Instruction: Implications of Literacy Coaching, Sarah J. Papineau
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Parents’ Perceptions of Chinese Immersion Programs in Minnesota, Xinming Ren
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The Use of Principal Professional Learning Communities by Secondary Principals in Minnesota, Nicole K. Rittenour
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Bullying in the Workplace: Are principals, assistant principals and licensed administrators confident identifying and addressing adult bullying?, Emily Rustman
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Leadership for Educational Equity: Seek Understanding beyond the Words and Beneath the Practices, Cindy N. Shevlin-Woodcock
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A Case Study of the Implementation of Activate, an Executive Function Intervention Program, Randal Smasal
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An Analysis of the Relationship between Teacher Candidate Performance Assessment Results and Teaching Quality at the End of the First Year of Teaching, Joel J. Traver
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Development of a Valid and Reliable Job Performance Formative Feedback Instrument for High School Activities Directors, David M. Wedin
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Culminating Projects from 2016

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Impact of Media Culture on Influence, Tenure, and Professional Aspirations of the School Superintendent, Judy Beaton
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An Evaluation of Novice Teachers’ Perceptions Regarding Teacher Induction and Teacher Leadership, Beth J. Bergren-Mann
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The Impact of Mentorship on Women Superintendents in Minnesota, Amy Denneson
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Factors Influencing Rural Female Pupils Drop Out from Primary Schools, in Nkhata-Bay South District, Malawi, Grace C. Gondwe
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The Influence of Society's Perceptions and Stereotypes on African American Women Administrators' Leadership Practices, Kim Hiel
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An Evaluation of Implementation and Effectiveness of Professional Learning Communities in Minnesota Public Schools, James R. Johnson
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Stress and Coping Strategies Among Minnesota Secondary School Principals, Trish M. Perry
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The Merge of Social Network Sites and Professional Development: A Case Study of Twitter Usage Among Minnesota K-12 Principals, Nathan D. Rudolph
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Teachers' Perceptions of Barriers, Strategies, and Professional Development in Addressing Reading Deficiencies Displayed by Struggling Pre-Kindergarten-Second Grade Readers, Melissa J. Tellinghuisen
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Culminating Projects from 2015

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Teachers’ and Administrator’s Perceptions and Concerns of Reciprocal Peer Review Program, Gracious Anderson Msuya
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The Impact of Parent Involvement Practices in Special Education Programs, Bilal A. Dameh
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Parental Involvement in Minnesota Online Schools, William S. DeWitt
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Minnesota Public School Consolidation: Factors Most Influential When Voting in Favor of Consolidation, Lowell A. Haagenson
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A Study of the Principals’ Perceptions of the Impact of the Decentralization Reform in Albania, Eralda Jesku
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A Case Study of Principals' Perceptions in Supporting Teacher Leaders, Melissa K. Johnson
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The Relationship between Middle School Design Implementation and an Open Organizational Climate, James Russell Lehman
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Experiences of Girls Participating in STEM Educational Programs in Burkina Faso, Marie Angele Hermine Nintiema
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A Case Study of Co-Teaching Practices in Minnesota, Jennifer A. Stumpf
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